Summarize the theme for this project. Why do this project?
The theme of the project is to have students work cooperatively in a group to learn geography and math as they plan a trip. This project will involve students planning a trip to a place of their choice within a selected continent. Students will work in small groups to discover places of interest within that continent and to develop travel plans. The students will find facts about their place such as country, language spoken, government, and exact latitude and longitude of desired points of interest. Students will plan and arrange travel to their city of choice, which includes transportation within the city. Students should choose 4-5 places of interest within or around their city of choice to visit, and they will map out each place. Students will estimate cost of food, lodging, transportation, and entertainment to calculate a trip total.
Standards include:
Geography
4.SS.2.1.1 Use geographic skills to collect, analyze, interpret, and communicate data.
5.SS.2.1.1 Develop and use different kinds of maps, globes, graphs, charts, databases, and models to display and obtain information.
5.SS.2.1.3 Use latitude and longitude coordinates to find specific locations on a map.
Math:
4.M.1.1.5 Use decimal numbers with money.
4.M.1.3.2 Use estimation to evaluate the reasonableness of an answer.
5.M.1.2.7 Use a variety of strategies to solve real life problems.
5.M.1.3.1 Estimate to predict computation results.
Key skills students will learn in this project.
Geography:
Mapping skills
Learning about Countries
Estimating Distance
Math:
*Estimating
*Budgeting
*Calculating
Technology:
Communication
Research
Problem-Solving
Social:
*Team Work
*Group Decision making
*Cooperating
*Listening to others and their ideas
*Delegating
The habits of mind that students will practice in this project:
The students will listen to others with understanding and empathy, and use creativity, imagination and innovation during the project.
Craft the Driving Question:
Where would you travel and how would you do it?
Where would you go?
What are the coordinates?
What do you think it will cost? Were you right? How close was your guess?
Who would you meet? What language would they speak?
What would you do there?
Plan the Assessment:
Early in the Project
Product
Pre-selected groups will create an itinerary describing their intended plan that is based on the driving question.
Criteria
Group members will cooperate to determine the destination and exact coordinates.
Product
Individual students will submit an estimate and their own thoughts and theories on the project.
Criteria
Students will develop travel plans, thereby improving understanding and demonstrating usage of budgeting and planning aids.
Product
Each student will display basic computer skills needed to obtain information and organize it into a useable product.
Criteria
Demonstrates the knowledge of general computer/internet skills.
During the Project
Product
Each student will choose a place of interest within the city of choice. Students must map out places. Students will research general facts about the city and/or country chosen.
Criteria
Demonstrates research, mapping and abilities. Creativity will be encouraged and rewarded.
Product
Groups will research and arrange travel, find a hotel, calculate the cost of exploring and estimate the price of food. Information will be inputted into the given spreadsheet.
Criteria
Demonstrate ability to solve real-life economic situations.
End of the Project
Product
Each group will create and present an oral presentation on the findings of the area and cost.
Criteria
Groups develop presentations that demonstrate a mastery of the sub-projects and bring the sub-products together to form a comprehensive response to the driving question.
Product
Individuals will submit a final thought on project including a review of the other groups’ presentations.
Criteria
Peer review allows structured learning for all learners and presenters. Students will understand how feedback and revision processes apply to ongoing learning efforts.
Map the Project:
This project requires all students to access the Internet on a weekly basis to obtain information. Students will access Internet to view pages on the city/country of choice to research information and places of interest. Teachers should explain what type of place of interest is acceptable. Students will use a mapping site such as mapquest or googleEarth to acquire exact distance. Teacher will assist in the estimation processes and the calculations using the worksheets that are provided. Teacher should provide encyclopedia, atlas, and other printed materials for students to research as well.
Students should work on project at least once a week as a class and once on their own for research. Student should complete the worksheet in order at the teachers convenience, a flow chart and timeline is includes as a guideline.
Due to the length of the project and the age group of students, all work should be kept in a group folder maintained by the students. At the end of the project/semester students will present an oral presentation on their findings. Students will turn in the folder after their presentations with all completed worksheets and notes.
Week 1 – Students are given groups and a continent. Each student should research to find a city they would like to go to. Towards the end of the week groups should decide which city they would all like to do. (use week 1 worksheet)
Week 2 –Students should individually make an estimate of what the trip will cost. Students should also be researching the city. (use pbl trip cal log worksheet)
Week 3 – Each student will find basic geographical information on place and start to view places of interest. Places of Interest should be defined now for the students with examples like particular: museums, beaches, amusement parks, monuments, historic houses, ships, zoos, shopping areas, and so on. (use geography worksheet and geography worksheet2)
Week 4 – Each group member will pick a place of interest to go to in or around their city. Students will write about why they chose that place. (use my day at worksheet)
Week 5 – Students will use mapping programs on the internet to locate places of interest. Students should print or draw a map for the presentation including all places.
Week 6 – Students will research what the actual cost might be. Groups can split up sections to research will assistance from the teacher. Teacher will provide numbers for students to calculate food and gas. (use worksheets actual trip cost)
Week 7 – Students should start compiling notes and preparing for presentations. Having fun with the presentations should be encouraged. Creativity is always important.
Week 8 – Student/Groups will give presentations, turn in work folder, and evaluations. (see rubrics and reflection/review uploads)
This project, as designed, will be implemented over a period of eight weeks. The makeup of the project is such that it can be run in the background of traditional classroom activities, with the project activities taking place as time and resources are available.
Manage the Process:
All students/teachers should be informed of the project’s requirements and evaluations. At the conclusion of the project, the students should be able to answer, "Where would you travel and how would you do it?," as well as the sub questions that develop students’ understanding of this real-life situation. This project is also designed to incorporate the use of the Internet, geography, and mathematical calculations.
Differentiated Instruction-
Special Ed and ESL teachers should be informed of the project’s details. Special needs students should be put into groups they work well with to maximize success. Special Ed and ESL teachers/assistants should be asked to assist on specific parts of the project as suggested by the student’s needs. This project requires all students to access the Internet on a weekly basis to obtain information. Special Ed. and ESL teachers/assistants should be solicited for help to ensure the data is collected appropriately.
Reflection and Evaluation-
Teachers have been provided with (2) rubrics for instructor evaluation. One rubric is for the individual and based on the oral presentation, and the other is for the group and based on their research. These rubrics, as well as any others the classroom teacher might develop or negotiate with the student, can be shared with students before their reflection of the project. Individual students will submit a final thought on the project including a review of the other groups’ presentations through uploaded forms, as well as in a discussion at the end of each presentation.
World Travelers
Project Details
Title: World TravelersCollaborators: Kerry Rice, Annette Wall, Sean Ellenberger, Greg Freed, Shanna Day
Grade level: elementary (K-6)
Recommended Time Frame: 1 semester/term
Content areas:
- behavioral and social studies
- economics
- foreign languages
- geography
- history
- literacy
- mathematics
- oral presentation/speech
- reading
- technology
- thinking and reasoning/logic
Keywords:Geography, Social Studies
Web Resources
http://www.frommers.comInformation on destinations
http://www.mapquest.com
Mapping & Mileage Program
http://earth.google.com
Download free program for special views of places within the city
Begin with the End in Mind:
Summarize the theme for this project. Why do this project?The theme of the project is to have students work cooperatively in a group to learn geography and math as they plan a trip. This project will involve students planning a trip to a place of their choice within a selected continent. Students will work in small groups to discover places of interest within that continent and to develop travel plans. The students will find facts about their place such as country, language spoken, government, and exact latitude and longitude of desired points of interest. Students will plan and arrange travel to their city of choice, which includes transportation within the city. Students should choose 4-5 places of interest within or around their city of choice to visit, and they will map out each place. Students will estimate cost of food, lodging, transportation, and entertainment to calculate a trip total.
Standards include:
Geography
4.SS.2.1.1 Use geographic skills to collect, analyze, interpret, and communicate data.
5.SS.2.1.1 Develop and use different kinds of maps, globes, graphs, charts, databases, and models to display and obtain information.
5.SS.2.1.3 Use latitude and longitude coordinates to find specific locations on a map.
Math:
4.M.1.1.5 Use decimal numbers with money.
4.M.1.3.2 Use estimation to evaluate the reasonableness of an answer.
5.M.1.2.7 Use a variety of strategies to solve real life problems.
5.M.1.3.1 Estimate to predict computation results.
Key skills students will learn in this project.
Geography:
Math:
*Estimating
*Budgeting
*Calculating
Technology:
Social:
*Team Work
*Group Decision making
*Cooperating
*Listening to others and their ideas
*Delegating
The habits of mind that students will practice in this project:
The students will listen to others with understanding and empathy, and use creativity, imagination and innovation during the project.
Craft the Driving Question:
Where would you travel and how would you do it?Where would you go?
What are the coordinates?
What do you think it will cost? Were you right? How close was your guess?
Who would you meet? What language would they speak?
What would you do there?
Plan the Assessment:
Early in the ProjectProduct
Pre-selected groups will create an itinerary describing their intended plan that is based on the driving question.
Criteria
Group members will cooperate to determine the destination and exact coordinates.
Product
Individual students will submit an estimate and their own thoughts and theories on the project.
Criteria
Students will develop travel plans, thereby improving understanding and demonstrating usage of budgeting and planning aids.
Product
Each student will display basic computer skills needed to obtain information and organize it into a useable product.
Criteria
Demonstrates the knowledge of general computer/internet skills.
During the Project
Product
Each student will choose a place of interest within the city of choice. Students must map out places. Students will research general facts about the city and/or country chosen.
Criteria
Demonstrates research, mapping and abilities. Creativity will be encouraged and rewarded.
Product
Groups will research and arrange travel, find a hotel, calculate the cost of exploring and estimate the price of food. Information will be inputted into the given spreadsheet.
Criteria
Demonstrate ability to solve real-life economic situations.
End of the Project
Product
Each group will create and present an oral presentation on the findings of the area and cost.
Criteria
Groups develop presentations that demonstrate a mastery of the sub-projects and bring the sub-products together to form a comprehensive response to the driving question.
Product
Individuals will submit a final thought on project including a review of the other groups’ presentations.
Criteria
Peer review allows structured learning for all learners and presenters. Students will understand how feedback and revision processes apply to ongoing learning efforts.
Map the Project:
This project requires all students to access the Internet on a weekly basis to obtain information. Students will access Internet to view pages on the city/country of choice to research information and places of interest. Teachers should explain what type of place of interest is acceptable. Students will use a mapping site such as mapquest or googleEarth to acquire exact distance. Teacher will assist in the estimation processes and the calculations using the worksheets that are provided. Teacher should provide encyclopedia, atlas, and other printed materials for students to research as well.Students should work on project at least once a week as a class and once on their own for research. Student should complete the worksheet in order at the teachers convenience, a flow chart and timeline is includes as a guideline.
Due to the length of the project and the age group of students, all work should be kept in a group folder maintained by the students. At the end of the project/semester students will present an oral presentation on their findings. Students will turn in the folder after their presentations with all completed worksheets and notes.
Week 1 – Students are given groups and a continent. Each student should research to find a city they would like to go to. Towards the end of the week groups should decide which city they would all like to do. (use week 1 worksheet)
Week 2 –Students should individually make an estimate of what the trip will cost. Students should also be researching the city. (use pbl trip cal log worksheet)
Week 3 – Each student will find basic geographical information on place and start to view places of interest. Places of Interest should be defined now for the students with examples like particular: museums, beaches, amusement parks, monuments, historic houses, ships, zoos, shopping areas, and so on. (use geography worksheet and geography worksheet2)
Week 4 – Each group member will pick a place of interest to go to in or around their city. Students will write about why they chose that place. (use my day at worksheet)
Week 5 – Students will use mapping programs on the internet to locate places of interest. Students should print or draw a map for the presentation including all places.
Week 6 – Students will research what the actual cost might be. Groups can split up sections to research will assistance from the teacher. Teacher will provide numbers for students to calculate food and gas. (use worksheets actual trip cost)
Week 7 – Students should start compiling notes and preparing for presentations. Having fun with the presentations should be encouraged. Creativity is always important.
Week 8 – Student/Groups will give presentations, turn in work folder, and evaluations. (see rubrics and reflection/review uploads)
This project, as designed, will be implemented over a period of eight weeks. The makeup of the project is such that it can be run in the background of traditional classroom activities, with the project activities taking place as time and resources are available.
Manage the Process:
All students/teachers should be informed of the project’s requirements and evaluations. At the conclusion of the project, the students should be able to answer, "Where would you travel and how would you do it?," as well as the sub questions that develop students’ understanding of this real-life situation. This project is also designed to incorporate the use of the Internet, geography, and mathematical calculations.Differentiated Instruction-
Special Ed and ESL teachers should be informed of the project’s details. Special needs students should be put into groups they work well with to maximize success. Special Ed and ESL teachers/assistants should be asked to assist on specific parts of the project as suggested by the student’s needs. This project requires all students to access the Internet on a weekly basis to obtain information. Special Ed. and ESL teachers/assistants should be solicited for help to ensure the data is collected appropriately.
Reflection and Evaluation-
Teachers have been provided with (2) rubrics for instructor evaluation. One rubric is for the individual and based on the oral presentation, and the other is for the group and based on their research. These rubrics, as well as any others the classroom teacher might develop or negotiate with the student, can be shared with students before their reflection of the project. Individual students will submit a final thought on the project including a review of the other groups’ presentations through uploaded forms, as well as in a discussion at the end of each presentation.